2015/03/09 by David L. Bruce, Ming Ming Chiu · 1 citation
Health Professions · Arts and Humanities · #Digital Storytelling and Education #Subtitles and Audiovisual Media #Literacy, Media, and Education
paper · doi:10.1177/0022487115574291
openalex publication_date 2015/03/09 · openalex created_date 2025/10/10 · openalex updated_date 2026/06/11
This study explores teachers’ reflections on their learning to compose with new technologies in the context of teacher education and/or teacher professional development. English language arts (ELA) teachers ( n = 240) in 15 courses learned to use digital video (DV), completed at least one DV group project, and responded to open-ended survey questions. The data examined connections they made between print and DV composing, the best and most frustrating aspects of DV, content they still wanted to learn, and its relevance in their classrooms. The findings demonstrate high engagement with DV, the use of transmediation in making connections between print and DV, the reporting of both enjoyment and frustration with DV, and perceived curricular value with DV in the classroom. Implications include the need for teachers to have practical experiences with DV and opportunities to reflect on content and pedagogical applications.